The status of transition services for secondary students with disabilities in Virginia and factors affecting service delivery

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dc.contributor.authorAnderson, Alice Gloveren
dc.contributor.committeechairAsselin, Susan B.en
dc.contributor.committeememberAsche, F. Marionen
dc.contributor.committeememberEschenmann, Konrad Kurten
dc.contributor.committeememberFinch, Curtis R.en
dc.contributor.committeememberEngelhard, Judy B.en
dc.contributor.departmentVocational and Technical Educationen
dc.date.accessioned2014-03-14T21:08:59Zen
dc.date.adate2006-02-01en
dc.date.available2014-03-14T21:08:59Zen
dc.date.issued1992-04-04en
dc.date.rdate2006-02-01en
dc.date.sdate2006-02-01en
dc.description.abstractThis study addresses systemized transition planning and preparation for adult adjustment of secondary students with disabilities. Transition planning and preparation for youth with disabilities as they move from school to work and community adjustment is essential; however, thorough planning is rarely accomplished. Therefore, it is important to study the level at which transition services are currently delivered for secondary students with disabilities and to examine factors that affect delivery of those services. This study investigates (a) the status of transition services in Virginia school Divisions, (b) the status of specific factors that may affect delivery of transition services, (c) factors related to delivery of transition services and (da) demographics about persons most responsible for coordination of transition in local school divisions. Specifically, four transition service areas were examined: a) integration of students with disabilities with nondisabled peers, b) instructional programs, c) coordinated planning and d) support services. Also investigated were three factors that affect delivery of transition services: a) cooperation of vocational and special education, b) administrative support and c) a formal interagency transition team. Findings indicated the degree to which transition services were delivered across the state, as well as relationships between the level of delivery of transition services and the factors that were examined. Positive correlations demonstrated that the greater the level of administrative support for transition at the local level, the greater the level of delivery of transition services. Further, the greater the level of cooperation of vocational and special education, the greater the level of delivery of transition services. Existence of an interagency team correlated substantially with coordinated planning services.en
dc.description.degreeEd. D.en
dc.format.extentvi, 141 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-02012006-141727en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-02012006-141727/en
dc.identifier.urihttp://hdl.handle.net/10919/37244en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1992.A532.pdfen
dc.relation.isformatofOCLC# 26146762en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1992.A532en
dc.subject.lcshYouth with disabilities -- Education (Secondary) -- Virginiaen
dc.subject.lcshYouth with disabilities -- Employment -- Virginiaen
dc.subject.lcshYouth with disabilities -- Services for -- Virginiaen
dc.subject.lcshYouth with disabilities -- Vocational education -- Virginiaen
dc.titleThe status of transition services for secondary students with disabilities in Virginia and factors affecting service deliveryen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineVocational and Technical Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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